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Martinez ES, Redding D. An osteopathic orientation to interprofessional education. J Osteopath Med 2024; 124:379-385. [PMID: 38712700 DOI: 10.1515/jom-2022-0237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 02/26/2024] [Indexed: 05/08/2024]
Abstract
CONTEXT The osteopathic tenets may serve as a useful guideline for an interprofessional program. There is an alignment between the osteopathic tenets and the concept of interprofessional education (IPE). IPE occurs when students from two or more professions work with each other to collaborate or improve healthcare outcomes. Holistic treatment is fundamental in both instances, and the interrelatedness of structure and function requires acknowledgment of all healthcare professionals' roles in treating a patient. IPE allows students to gain a better understanding of their own professional roles and the roles of their fellow healthcare providers in treating patients more effectively. OBJECTIVES The objectives of this analysis are to evaluate the ability of an interprofessional summer workshop/lecture utilizing an osteopathic focus to educate students from different healthcare colleges about the interconnectedness of the systems of the human body and how working with a team-based approach will ultimately benefit their collective patients. A secondary objective was to determine the students' perceptions before and after the lecture/workshop to see if there were any perceived differences among students in different healthcare professions at either time. METHODS This was a retrospective data analysis conducted on pretest/posttest surveys completed by 73 incoming students from six different healthcare colleges participating in the Summer Preparedness and Readiness Course (SPaRC), held annually at Western University of Health Sciences (WUHS) in Pomona, California. Analysis was conducted on responses collected during the SPaRC programs of 2013, 2016, and 2019. Participants were given surveys containing five questions scored on a five-point Likert scale. The surveys were given before and after an integrated lecture/hands-on workshop presented at SPaRC that reviewed multiple studies showing the utility of connecting the healthcare professions to best treat a patient. RESULTS A total of 73 students responded to both the prelecture and postlecture surveys. When the number of positive scores were totaled from students from all colleges, there was an increase in positive responses from 190 (52.2 %) in prelecture surveys when compared to 336 (92.3 %) in postlecture surveys. A Wilcoxon signed-rank test suggested that the lecture workshop elicited a significant improvement in scores from prelecture to postlecture for all students (Z=-6.976, p=0.000). Median scores improved from 3.60 at baseline to 4.40 after the lecture/workshop. Secondary analysis conducted utilizing Kruskal-Wallis H to examine the differences between the responses of the different colleges prelecture and postlecture showed no significant differences prelecture (H [6]=7.58, p=0.271) and a significant difference between postlecture answers (H [6]=14.04, p=0.029). A series of post hoc independent Kruskal-Wallis H analyses was conducted to identify where differences were, and the only identifiable difference after Bonferroni corrections was between students from the Doctor of Osteopathic Medicine college and the Physician Assistant's college after the lecture/survey (p=0.041). CONCLUSIONS An interprofessional program with the osteopathic principles of focusing on body unity and relatedness of structure and function may serve as a helpful tool for uniting healthcare professionals in their ultimate goal of better serving their patients.
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Affiliation(s)
- Eric S Martinez
- Department of Neuromusculoskeletal Medicine/Osteopathic Manipulative Medicine, College of Osteopathic Medicine of the Pacific at Western University of Health Sciences, Pomona, CA, USA
| | - David Redding
- Western University of Health Sciences, Pomona, CA, USA
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Nissen K, Chipchase L, Conroy T, Farrer O. The impact of using an authentic patient video on health professional students' attitudes toward interprofessional and person-centered care. J Interprof Care 2024; 38:722-728. [PMID: 38600788 DOI: 10.1080/13561820.2024.2334959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 03/20/2024] [Indexed: 04/12/2024]
Abstract
Authentic patient activities in an interprofessional education (IPE) setting can develop collaborative, practice ready health professionals who have the skills to work within and across teams with patients at the center of their care. In this qualitative study, the student experience of a novel interprofessional case study activity, with lived experience content delivered via an authentic patient video was explored. Transcripts were analyzed using reflexive thematic analysis and identified three major themes: (a) from disease-centered to person-centered care, (b) reflecting on roles in interprofessional collaborative practice, and (c) teamwork and lived experience facilitates learning. When considered within the Interprofessional Education Collaborative (IPEC) framework, the student experience suggested positive change in all four core competencies: interprofessional communication, values and ethics, roles and responsibilities and teamwork. In addition, students highly valued the interprofessional learning experience, and the patient video created a more realistic case study by reducing clinical assumptions. In conclusion, a short, single exposure to a written case followed by an authentic patient video in an IPE setting had an immediate positive impact on entry-level student health professionals. This simple methodology is a viable way of bringing the authentic patient voice into the classroom with additional benefit from the interprofessional format.
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Affiliation(s)
- Kahlia Nissen
- College of Nursing and Health Science, Flinders University, Bedford Park, SA, Australia
| | - Lucy Chipchase
- College of Nursing and Health Science, Flinders University, Bedford Park, SA, Australia
| | - Tiffany Conroy
- College of Nursing and Health Science, Flinders University, Bedford Park, SA, Australia
| | - Olivia Farrer
- College of Nursing and Health Science, Flinders University, Bedford Park, SA, Australia
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Barnard M, Reid D, LaPorte K, Yang J, Johnson T. Pharmacy Student Education Related to Opioids: A Scoping Review of the Literature. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100688. [PMID: 38513804 DOI: 10.1016/j.ajpe.2024.100688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Revised: 03/12/2024] [Accepted: 03/13/2024] [Indexed: 03/23/2024]
Abstract
OBJECTIVES This scoping review explores and assesses the extent of the literature on the current state of opioid-related training and education of student pharmacists and identifies areas for further research to improve the preparedness of future pharmacists in managing care for patients using opioid medications. This review also examines and maps the literature as it relates to the 4 substance misuse educational content areas (legal/ethical issues; screening, treatment, and stigma; pharmacology and toxicology; and psychosocial aspects) recommended by the 2020 American Association of Colleges of Pharmacy Special Committee on Substance Use and Pharmacy Education. FINDINGS A systematic literature search was conducted to identify articles reporting opioid-related educational and training initiatives for student pharmacists in the United States through May 2023. A total of 52 articles were included in the review. Nearly 40% of the included studies reported content that addressed all 4 recommended content areas, with only 8 addressing only 1 or 2 content areas. The majority of studies included students in the third year of their pharmacy program, with many reporting interprofessional educational initiatives. Assessments of opioid-related knowledge and attitudes, satisfaction with the activity, and interprofessional attitudes and competencies were reported. SUMMARY Most of the reported activities addressed at least 3 of the recommended educational content areas. However, relatively few reported sufficient details to support the replication of the activities and there is a need to evaluate the effectiveness of these educational initiatives with more vigorous research methodology to determine their potential effectiveness.
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Affiliation(s)
- Marie Barnard
- School of Pharmacy, University of Mississippi, University, MS, USA.
| | - Dorothy Reid
- School of Pharmacy, University of Mississippi, University, MS, USA
| | - Kennedy LaPorte
- School of Pharmacy, University of Mississippi, University, MS, USA
| | - Jiaxin Yang
- School of Pharmacy, University of Mississippi, University, MS, USA
| | - Tess Johnson
- School of Pharmacy, University of Mississippi, University, MS, USA
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Wilson M, McKennon S, Remsberg CM, Bindler RJ, Anderson J, Klein TA, Kobayashi R, Miller JC, DeWitt DE. Interprofessional Education to Address Substance Use among Adults with Persistent Pain: A Pre-Post Program Evaluation. Pain Manag Nurs 2023; 24:558-566. [PMID: 37455185 DOI: 10.1016/j.pmn.2023.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 06/15/2023] [Accepted: 06/21/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND Substance use disorders (SUDs) are highly prevalent among adults with persistent pain. Yet, standard competencies for integrating pain and SUD content are lacking across health science student curricula. Additionally, pharmacotherapies to treat SUDs are underutilized. AIM To address these gaps, a team of health science faculty created an interprofessional simulation activity using a standardized patient and evaluated learner outcomes related to assessment and treatment of comorbid persistent pain and substance use. METHODS A total of 304 health science students representing nursing, medicine, pharmacy, and social work programs attended virtual learning sessions. Interprofessional student teams developed a team-based care plan for an adult with musculoskeletal pain who takes prescribed opioids while using alcohol. Pre- and post-activity surveys assessing knowledge and confidence were matched for 198 students. Descriptive statistics summarized survey data with inferential analysis of paired data. RESULTS The largest significant improvements between pre- and post-activity knowledge were observed in items specific to pharmacotherapy options for alcohol and opioid use disorders. Similar gains were noted in students' confidence regarding pharmacotherapies. No significant differences were noted on pre-post-activity knowledge scores between the three main profession groups (medicine, nursing, and pharmacy). CONCLUSIONS Students attending this interprofessional simulation demonstrated improved knowledge and confidence, particularly in pharmacotherapies for alcohol and opioid use disorders. Replication of such programs can be used to provide consistent content across health science disciplines to heighten awareness and receptivity to medications available to treat SUDs in people treated for persistent pain. The curriculum is freely available from the corresponding author.
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Affiliation(s)
- Marian Wilson
- College of Nursing, Washington State University, Spokane, Washington.
| | - Skye McKennon
- Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington
| | - Connie M Remsberg
- College of Pharmacy and Pharmaceutical Sciences, Washington State University, Spokane, Washington
| | - Ross J Bindler
- College of Nursing, Washington State University, Spokane, Washington
| | - Jennifer Anderson
- Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington
| | - Tracy A Klein
- College of Nursing, Washington State University, Vancouver, Washington
| | - Rie Kobayashi
- School of Social Work, Eastern Washington University, Cheney, Washington
| | - Jennifer C Miller
- College of Pharmacy and Pharmaceutical Sciences, Washington State University, Spokane, Washington
| | - Dawn E DeWitt
- Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington
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Remsberg CM, Richardson B, Bray BS, Wilson M, Kobayashi R, Klein T, Anderson J, Peterson S, Gigray C, DeWitt D. An Interactive Online Interprofessional Opioid Education Training Using Standardized Patients. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2023; 19:11328. [PMID: 37560407 PMCID: PMC10406977 DOI: 10.15766/mep_2374-8265.11328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 04/12/2023] [Indexed: 08/11/2023]
Abstract
Introduction Opioid pain management is complex and requires a collaborative approach. To prepare health professions students to care for patients who have chronic pain, we developed an interprofessional education (IPE) session for delivery using a virtual platform that featured a standardized patient (SP) interaction. Methods The SP case highlighted a patient on opioids for chronic low back pain resulting from a car accident. Despite no improvement in pain or function, the patient continued taking opioids and developed behaviors that could represent opioid misuse. During the synchronous, online session, interprofessional teams of students interviewed an SP and collaborated to develop a holistic care plan to address the patient's pain and potential opioid misuse. The session evaluation included pre- and postsession surveys. Results Over 750 students from medicine, pharmacy, nursing, and social work programs participated in the virtual IPE sessions during a single year. Students rated the session positively. Matched survey responses suggested improved confidence in knowledge and skills, and learning through Zoom was rated favorably. Discussion We successfully implemented a synchronous online IPE session involving SP interactions that allowed students to practice team-based care of a patient with chronic pain who was taking opioids. Based on the success of this IPE session, including the success of the online delivery model, future IPE sessions will continue virtually.
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Affiliation(s)
- Connie M. Remsberg
- Associate Professor, Department of Pharmaceutical Sciences, Washington State University College of Pharmacy and Pharmaceutical Sciences
| | - Barbara Richardson
- Associate Professor, Department of Medical Education and Clinical Sciences, Washington State University Elson S. Floyd College of Medicine
| | - Brenda S. Bray
- Professor, Department of Medical Education and Clinical Sciences, Washington State University Elson S. Floyd College of Medicine
| | - Marian Wilson
- Associate Professor, Department of Nursing and System Science, Washington State University College of Nursing
| | - Rie Kobayashi
- Professor, Eastern Washington University School of Social Work
| | - Tracy Klein
- Associate Professor, Department of Nursing and System Science, Washington State University College of Nursing
| | - Jennifer Anderson
- Coordinator, Collaboration for Interprofessional Health Education Research and Scholarship (CIPHERS), Washington State University Elson S. Floyd College of Medicine
| | - Sarah Peterson
- Research Assistant, Department of Medical Education and Clinical Sciences, Washington State University Elson S. Floyd College of Medicine
| | - Carrie Gigray
- Simulation Education Specialist, Virtual Clinical Center, Washington State University Elson S. Floyd College of Medicine
| | - Dawn DeWitt
- Professor, Department of Medical Education and Clinical Sciences, Washington State University Elson S. Floyd College of Medicine; Director, Collaboration for Interprofessional Health Education Research and Scholarship (CIPHERS), Washington State University Elson S. Floyd College of Medicine
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Tutag Lehr V, Nolan C. Community Pharmacists' Knowledge and Perceptions of Buprenorphine for Patients with Opioid Use Disorder. J Addict Med 2023; 17:e224-e231. [PMID: 37579094 DOI: 10.1097/adm.0000000000001135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
OBJECTIVES The aims of the study are to evaluate community pharmacists' knowledge and perceptions regarding buprenorphine for opioid use disorder and their willingness to dispense buprenorphine and to identify opportunities for education. METHODS An electronic survey of Michigan pharmacists (n = 11,123) assessed demographics, training, buprenorphine knowledge, dispensing, perceptions of stigma, diversion, and confidence in patient/provider interactions. Composite scores for knowledge, stigma, diversion, and confidence were calculated. Cross-tabulations and logistic regressions examined associations. RESULTS There were 775 surveys returned (response 7%, n = 11,123) with 390 community pharmacists completing the survey. Twenty-five percent practiced in a rural area. Common practice sites were chain or independent pharmacies (30% each). Ninety-seven percent had buprenorphine training, 50% from Accredited Continuing Pharmacy Education. Eighty percent reported that their pharmacy dispensed buprenorphine with 90% of rural pharmacists compared with 71% urban responding yes. Composite knowledge scores did not differ between urban or rural location ( P > 0.05). Predictors of willingness to dispense buprenorphine were urban location (odds ratio, OR, 0.55; 95% confidence interval [CI], 0.34-0.91; P = 0.01), independent pharmacy (OR, 0.53; 95% CI, 0.30-0.94; P = 0.03), Accredited Continuing Pharmacy Education training (OR, 0.54; 95% CI, 0.34-0.87; P = 0.01), low stigma/diversion (OR, 0.51; 95% CI, 0.37-0.70; P = 0.00), and confidence in patient/provider interactions (OR, 0.14; 95% CI, 0.10-0.19; P = 0.00). CONCLUSIONS Most survey pharmacists practice at pharmacies that dispense buprenorphine for opioid use disorder, with a larger proportion from rural pharmacies reporting availability. Pharmacists at independent pharmacies in urban locations have increased willingness to dispense buprenorphine, with urban pharmacists having lower perceptions of diversion compared with rural. Differences in buprenorphine availability, pharmacist willingness to dispense, and perceptions are opportunities for education. Limitations include one state, response bias, self-assessed competencies, and small samples.
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Affiliation(s)
- Victoria Tutag Lehr
- From the Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI (VTL)
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Grey C. A review of chronic pain education for UK undergraduate nurses. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:188-192. [PMID: 36828570 DOI: 10.12968/bjon.2023.32.4.188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/26/2023]
Abstract
Chronic pain is a common complaint within health care and staff can face difficulties in caring for affected patients. It has been recommended that training in chronic pain should be within health professionals' educational curriculum. However, despite this recommendation and a free pain curriculum being available, undergraduate nursing courses still have a low number of hours dedicated to pain education. Factors that affect undergraduate nurses are: disparity about whether pain should be taught by theoretical content in the university or by health professionals in clinical placements, the movement towards interprofessional learning in an already crowded curriculum, and the lack of clarity about how to assess students on their knowledge. This review recommends that chronic pain needs to be specifically defined as a learning outcome with a recognised assessment on a generic undergraduate nursing module to ensure all students are exposed to it.
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Affiliation(s)
- Clare Grey
- Senior Lecturer, School of Nursing, Kingston University, Kingston Upon Thames
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Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose. CLIN NURSE SPEC 2023; 37:26-35. [PMID: 36508232 DOI: 10.1097/nur.0000000000000720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
PURPOSE The study purpose was to examine the effect of interprofessional naloxone training on students' knowledge, confidence, and interprofessional collaboration competency. The overarching goal was to decrease mortality related to opioid overdoses. DESIGN/METHODS A training session for interprofessional students consisted of a lecture presentation, demonstration, and hands-on practice regarding appropriate administration of naloxone for suspected opioid overdose. A questionnaire elicited baseline and change in knowledge, confidence, and interprofessional collaboration competency scores at pretraining and posttraining. In addition, changes in knowledge and confidence were also measured 3 weeks after the training. Thematic analysis explored training components that students perceived as valuable or needing improvement. RESULTS Participants (N = 100) were nursing (n = 33), physician assistant (n = 37), and pharmacy (n = 30) students. Pretraining and posttraining comparison demonstrated increased knowledge (P < .001), confidence (P < .001), and collaboration scores (P < .001). At 3 weeks, knowledge and confidence remained higher than pretraining (P < .001). Knowledge was trending downward compared with posttraining (P = .09). Thematic analysis identified 4 themes: (a) indications for administration of different naloxone types, (b) learning modalities, (c) knowledge application, and (d) improvements. CONCLUSIONS An interprofessional naloxone administration training resulted in increased knowledge, confidence, and interprofessional teamwork. Educators can adapt this training for a variety of future or current healthcare professionals to improve immediate intervention and outcomes in suspected opioid overdoses.
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Brown PCM, Button DA, Bethune D, Kelly E, Tierney HR, Nerurkar RM, Nicolaidis C, Harrison RA, Levander XA. Assessing Student Readiness to Work with People Who Use Drugs: Development of a Multi-disciplinary Addiction Educational Survey. J Gen Intern Med 2022; 37:3900-3906. [PMID: 35419741 PMCID: PMC9640533 DOI: 10.1007/s11606-022-07494-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 03/22/2022] [Indexed: 11/26/2022]
Abstract
BACKGROUND As health profession schools implement addiction curricula, they need survey instruments to evaluate the impact of the educational interventions. However, existing measures do not use current non-stigmatizing language and fail to capture core concepts. OBJECTIVE To develop a brief measure of health profession student readiness to work with people who use drugs (PWUDs) and establish its content validity. METHODS We conducted a literature review of existing instruments and desired clinical competencies related to providing care to PWUD and used results and expert feedback to create and revise a pool of 72 items. We conducted cognitive interviews with ten pre-clinical health profession students from various US schools of nursing, pharmacy, and medicine to ensure the items were easy to understand. Finally, we used a modified Delphi process with twenty-four health professions educators and addiction experts (eight each from nursing, pharmacy, and medicine) to select items for inclusion in the final scale. We analyzed expert ratings of individual items and interdisciplinary agreement on ratings to decide how to prioritize items. We ultimately selected 12 attitudes and 12 confidence items to include in the REadiness to Discuss Use, Common Effects, and HArm Reduction Measure (REDUCE-HARM). Experts rated their overall assessment of the final scale. RESULTS Twenty-two of twenty-four experts agreed or strongly agreed that the attitudes scale measures student attitudes that impact readiness to work with PWUDs. Twenty-three of twenty-four experts agreed or strongly agreed that the confidence scale measures student self-efficacy in competencies that impact readiness to work with PWUDs. Seven of 72 initial items and none of the 24 selected items had statistically significant differences between disciplines. CONCLUSIONS The REDUCE-HARM instrument has strong content validity and may serve as a useful tool in evaluating addiction education. Additional research is needed to establish its reliability, construct validity, and responsiveness to change.
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Affiliation(s)
- Patrick C M Brown
- School of Medicine, Oregon Health & Science University, Portland, OR, USA
| | - Dana A Button
- School of Medicine, Oregon Health & Science University, Portland, OR, USA.
| | - Danika Bethune
- School of Medicine, University of Washington, Seattle, WA, USA
| | - Emily Kelly
- School of Medicine, University of California San Francisco, San Francisco, CA, USA
| | - Hannah R Tierney
- School of Medicine, University of California San Francisco, San Francisco, CA, USA
| | | | - Christina Nicolaidis
- School of Social Work, Portland State University, Portland, OR, USA
- Division of General Internal Medicine & Geriatrics, Oregon Health & Science University, Portland, OR, USA
| | - Rebecca A Harrison
- Division of Hospital Medicine, School of Medicine, Oregon Health & Science University, Portland, OR, USA
| | - Ximena A Levander
- Division of General Internal Medicine & Geriatrics, Addiction Medicine Section, School of Medicine, Oregon Health & Science University, Portland, OR, USA
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Wollen J, Zhao A, Hinman B, Surati D, Wallace D. Improving pharmacy students' empathy and attitudes regarding opioid overdose and substance use disorder in a skills-based learning environment. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:604-611. [PMID: 35715101 DOI: 10.1016/j.cptl.2022.04.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Revised: 02/18/2022] [Accepted: 04/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Using a skills-based learning environment as a launch pad for developing empathy for patients with substance use disorder or at high risk for opioid overdose allows for learning continuity and early intervention. Empathy for this patient population may reduce bias and stigma associated with negative health outcomes. Previous studies have assessed empathy in pharmacy students, but not in the context of substance use disorder and opioid overdose harm reduction among first professional year pharmacy students in skills-based education. This cohort study aimed to measure the change in empathy and opioid overdose-related attitudes before and after a two-part skills-based learning activity that focused on drug diversion and opioid overdose treatment. METHODS First professional year pharmacy students were given a pre- and post-survey consisting of empathy and attitudes sections. The Kiersma-Chen Empathy Scale (KCES) and the Opioid Overdose Attitudes Scale (OOAS) were used. The intervention was a skills-based learning activity with two segments, one that focused on naloxone counseling and the other focused on drug diversion. RESULTS The aggregate mean change in KCES and OOAS scores of the cohort increased by 1.837 (P = .014) and 2.349 (P = .008), respectively. Of note, students with lower baseline empathy and attitudes scores showed more improvement in both KCES and OOAS scores. CONCLUSIONS Students showed improvement in empathy and attitudes regarding opioid overdose and substance use disorder. A larger magnitude of improvement was noted with lower baseline scores.
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Affiliation(s)
- Joshua Wollen
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
| | - Alexa Zhao
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
| | - Breanna Hinman
- PGY1 Pharmacy Resident, Houston Methodist Hospital, 6565 Fannin St, MB 1-053, Houston, TX 77030, United States.
| | - Dhara Surati
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
| | - David Wallace
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
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